Self-Efficacy in Gifted and Non-Gifted Students: A Multilevel Meta-Analysis

This meta-analysis examined the difference between gifted and non-gifted students in one of the most critical motivational constructs: self-efficacy - the “I can” belief. In total, 25 studies (m = 70; N = 42,736) were analyzed using a three-level meta-analytical approach. The unconditional model revealed the overall mean effect size was g = 0.54, SE = 0.107, 95% CI [0.326, 0.747], p < .001, which indicates that gifted students had moderately higher self-efficacy than their non-gifted peers. However, we observed symptoms of publication bias and small-study effects. After correction, the mean effect size was estimated at g = 0.26, SE = 0.109, 95% CI [0.047, 0.476], p = .032, thus indicating a small to moderate difference between the groups. Moderator analyses showed that the self-efficacy domains (academic and socio-emotional), sex, and age moderated the overall effect size obtained, while culture (East vs. West) and three self-efficacy domains (i.e., general, mathematical, and verbal) did not significantly differentiate the obtained effects. Educational implications and future directions are discussed.